5th Year: Overall Instruction

Overall Instruction

  • Whole Brain/Power Teaching: I sprinkled these strategies last year and it worked well. I would like to do more this upcoming school year.
    • It looks like these strategies would encourage students to be active and engaged as opposed to passive or daydreaming.
    • I have read a few of the critiques for these strategies but there are a great amount of concepts that do require memorization. These strategies are great to use just as a quick review of concepts or understanding of directions.
  • More Anchor Charts: Worked well; will continue
  • Academic Language with Sentence Frames: Worked well; will continue!
    • I’m inspired by Maria Arguelles to promote academic language. Baby-talking is a disservice when considering what students are capable of. According to the information Arguelles shared from her class:
      • “I am absolutely oppose. My boss discriminations me all the time at Macy’s. She salaries me lower than other people and prejudices at me sometimes,” (Kinsella, 2005)
      • By sixth grade, 80% of school reading tasks are expository (Venezky, 2007)
      • Vocabulary knowledge is strongly linked to academic success (Becker, 1997; Anderson & Nagy, 1991)
      • Vocabulary knowledge is the best predictor of reading comprehension. Grade 4 vocabulary predicts grade 12 reading (Snow et al., 1991)
  • Interactive Notebooks: I would like to incorporate this with all subjects!
    • To be used as a part of direct instruction that may allow for more engagement and ownership of material.
    • This can be also used as a study guide.

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